CI Lesson Plan

Teacher/s: Emily Jones and Sophie Li

Level: 3
Date/Time: Tuesday, 2/3/15
Goal: Use the present tense to express habits to get to know one another better and
practice small talk skills

1.
2.
3.

Objectives (SWBAT):
Students Will Be Able To
Review names and learn more about one another through sharing their habits through
interviews and class sharing.
Identify countries on a world map and talk about the names of languages they speak there by
matching countries to languages.
Understand what the purpose of small talk is and how to appropriately use it in different settings
by reading a dialogue with pragmatic errors and correcting them.
Theme: In the Neighborhood
Aim/Skill/Microskill

Review: Names!
(and Emily learns
names of students)

Activity 1: World
languages and
countries

Activity/Procedure/Stage

Interact Time
ion

--SS fill out the What I do form alone for 5

minutes; Ts assist if help is needed
--T (along with class) asks how we can ask the
questions to our partners; writes questions on
the board.
-- SS get information about each other
--Ss share 2 interesting facts about each other
to share with the class; Sophie and Emily
model the activity

SS;

5 min.

T-SS;
SS-T

5 min.

Linking & Transitioning to rest of lesson:

Yesterday you all met each other, but I didnt!
Thanks for responding to the questionnaire
and I think we can learn a lot about each other
during this course!

SSclass

1.1 Pre-Stage: T asks SS to come up to the

board and write as many languages as they
can think of together.
Afterwards, for each language, SS write down
a country that speaks that language in their

T-S;
SS-SS

10
min.
SS-SS

5 min.

2 min.

5 min.

groups (T follows suit on board)

Transition to #2
Great work! Now
that weve talked
about what
languages we
speak, lets practice
our speaking skills
more!

Activity 2: Making
small talk

Next, T asks SS to open their books to pg. 6

and asks SS what the different colors
represent (i.e. why is the US, Canada, and
Mexico, etc. green? What is that called?):
Name all of the continents.

T-SS;
SS-T

5 min.

Finally, T asks Ss to explain to their partners

where they are from on the map. What
languages do they speak?

T-SS;
SS-T

3 min.

SS-SS

10
min.

SS-SS;
SS-T

5 min.

1.2. During Stage:

Ss complete pg. 6 in groups and compare
answers.
Do p. 7 2B: S reads the directions. Another S
reads the paragraph and separately
underline/circle.
1.3 Post-Stage:
Discuss the questions on the bottom of the
page in groups

2.1 Pre-Stage: T hands out slips of paper with

types of small talk to all class members and
tells them to ask their question to their partner
and discuss it for 2 minutes.
Meanwhile, T writes small talk on the board

5min.

SS-SS

2.2. During Stage:

--T asks what SS thought of these
T-SS;
conversations and points out the words small SS-T
talk on the board. What kind of conversation is
small talk? (conversations that are not
emotional or intense) T points out that the
convos they were having were examples of
small talk. Where do you most often have
these conversations?
T hands out a paper with sentences and asks
SS to guess where/when they might hear

SS-SS

5min.

2 min.

5 min.

those sentences. Are these good sentence

starters? Why or why not? (If some groups
finish early, ask students to think of additional
sentences to use in those contexts).
T asks groups to discuss the questions in 1A
(Do you know many people in your
neighborhood? What are some good ways to
meet people?) and make a list of at least 3
ways to meet people. (hopefully at work
comes upif not, mention it)

Transition to wrap
up: Great job today,
everyone! It was a
pleasure to meet you
and get to know you T hands out form about small talk at the office
better!
and tells SS that there are 6 mistakes; 3 are
grammatical and 3 are awkward sentences.
They need to correct and explain why the
sentences are wrong
Ss share answers with another group (if no
time, share with class)
2.3 Post-Stage:
After reading and talking about the dialog, T
asks SS to brainstorm topics that are good for
small talk; and topics that are bad (Share with
the class and explain WHY)

SS-SS

5 min.

SS-SS

15
min.

SS-SS

5 min.

SS-SS; 5 min
SS-T; TSS

Tangible Outcome:
Corrected awkward sentences
Wrap-up

Lesson Plan Evaluation:

Exit Tickets
Homework:
Wb pg. 2-3

Materials
Worksheets
Anticipated Problems & Suggested Solutions:
Ts go over ; cut discussion time in small groups

10
min.

Contingency Plans (what you will do if you finish early, etc.):

Post-Lesson Reflections: